1. Applying Feminist criticism to a TEXT (SpringBOard Unit 2: EA 2)
Objectives:
I will analyze short stories so I can compose an analytical essay that applies Feminist Criticism to the stories.
Today, you will need:
SSR Book
SpringBoard Book
This activity will take four days total (two days for reading and analyzing the short stories, one day for prewriting, and one day to write the essay in-class).

2. Feminist Criticism
Talk with a neighbor about the following questions:
How are men and women typically presented in stories?
How is the relationship between men and women portrayed in fiction?
Does the portrayal of men and women in stories support the idea that it is a male centered view of the world?
(You will have 3–5 minutes to discuss these ideas.)

3. “A Rose for Emily”
For a test grade, you will compose an in-class essay in which you will apply the Feminist Criticism to a short story.
The first short story is “A Rose for Emily” by William Faulkner.
The story is set in the deep South and takes place over the years 1861 – 1935.

4. “A Rose for Emily”
Read “A Rose for Emily” in SpringBoard pp. 148 – 155.
While you are reading, respond to the guiding questions?
Options for reading with students
1)Play an audio version while students read along. Stop at the end of each section and discuss.
2) Break students into small groups and assign each group a section of the story (there are five sections or chunks of the story). Each group reads their section and then the class gets back together to share details from their section.
3) Students read the story individually and respond to questions individually.

5. “A Rose for Emily”
Once you have read “A Rose for Emily,” turn to a neighbor and read the dates for the story (last page of the packet).
Discuss the following questions with your neighbor:
What does Faulkner leave unclear in the story?
How do the unclear elements force the reader to interpret the story?
(Keep the guiding questions, since they will help you with your essay!)

6. Applying Feminist criticism to a TEXT (SpringBOard Unit 2: EA 2)
Day 2
Read “The Story of and Hour” and “Desiree’s Baby”

7. “The Story of an Hour” & “Desiree’s baby”
For a test grade, you will compose an in-class essay in which you apply the Feminist Criticism to a short story.
The second short story is “The Story of an Hour” by Kate Chopin.
The story is set in the 1890s and takes place over the course of an hour.
The third short story is “Desiree’s Baby” by Kate Chopin.
The story is set in Southern Louisiana in the early 1800s. It depicts a wealthy French Creole family.
Both stories can be read in one ninety minute class period.

8. “The Story of an Hour”
You will be assigned to a group of two – three students.
Read “The Story of an Hour” in SpringBoard
pp.145 – 147.
Respond to the guiding questions.
As a class, discuss possible answers to questions #9 and #10.

9. “Desiree’s baby” Students return to their small group.
Read “Desiree’s Baby” and respond to the guiding questions.
As a class, discuss why Desiree’s husband makes the assumption that he does?
What does this assumption reveal about how women were viewed and treated during this time period?
The teacher will need to distribute the story to the students. Each student will receive a copy that they may mark on as they read.

10. Applying Feminist criticism to a TEXT (SpringBOard Unit 2: EA 2)
Day 3
Select story, reread story, locate text evidence, and prewrite

11. Feminist Criticism In-class essay
You will have one class period to complete the in-class essay (next class).
You will choose ONE of the short stories to analyze in your essay.
Your essay prompt:
In what ways is the Feminist Perspective evident in Faulkner’s “A Rose for Emily,” or Chopin’s “Desiree’s Baby,” or Chopin’s “The Story of an Hour”?
Essentially, you are applying the Feminist Criticism to the story of your choice.

12. Feminist Criticism In-class essay
When developing your thesis statement, consider the assumptions the Feminist Criticism makes (pp. 89, 120).
Example using three of the assumptions:
In “Desiree’s Baby” by Kate Chopin, the Feminist Perspective is evident in the patriarchal society’s expectations of Desiree and in the power struggle between Desiree and Armand.
Three body paragraphs using three of the assumptions:
Patriarchal Society
Expectations of women / Stereotypes
Power struggle between men and women

13. Feminist Criticism In-class essay
When developing your thesis statement, consider the assumptions that the Feminist Criticism makes (pp. 89, 120).
Example using one of the assumptions:
In “Desiree’s Baby” by Kate Chopin, the Feminist Perspective is evident because Desiree is portrayed as a stereotypical, submissive woman.
Three body paragraphs using three examples from the story:
Armand is her whole life – she hangs on his every mood and every word.
When Armand starts to withdraw from her, she is consumed with figuring out why he is acting this way.
When Armand accuses her, she says, “I cannot be so unhappy and live,” and walks off into the bayou to die.

14. Feminist Criticism In-class essay
You are required to use text evidence in your essay.
On the chart handout:
Write down which story you have chosen and the author of the story.
Choose SIX quotes from your story.
Analyze what each quote means.
Explain how each quote connects to the Feminist Criticism.
The chart is your pre-writing and will be turned in with your essay.

15. Applying Feminist criticism to a TEXT (SpringBOard Unit 2: EA 2)
Day 4
Develop and turn in Feminist Analytical Essay for a Test Grade

16. Feminist Criticism In-class essay
Requirements for the Essay:
Must be completed in class
Contains:
An effective introductory paragraph and thoughtful thesis statement.
Your thesis statement must include the title and author of the short story!
A coherent analysis from a Feminist Critical Perspective.
At least THREE quotations from the text that are embedded smoothly and have appropriate commentary (see back of chart).
Effective use of rhetorical devices, a variety of sentence structures, and effective transitions.
An insightful conclusion.